Research Topic

ICT and Competency Based Education in Healthcare

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About this Research Topic

Clinical competence is defined as “the habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in daily practice for the benefit of the individuals and communities being served”. Competency-based education (CBE) is an approach oriented to ...

Clinical competence is defined as “the habitual and judicious use of communication, knowledge, technical skills, clinical reasoning, emotions, values, and reflection in daily practice for the benefit of the individuals and communities being served”. Competency-based education (CBE) is an approach oriented to the final outcome of curriculum, expressed as the set of competencies that the learner must show. Several frameworks of competence have been internationally defined, as derived from an analysis of societal and patient needs. Some frameworks define also different levels of competence, according to a continuum from the first year of medical curriculum through residency, and up to continuous professional development.

The move to CBE implies strong transformations in the process of assessment, in learning tasks, in curriculum structure and organization of teaching. This is true not only for academic institutions and formal education, but also for the process of informal education which form the base of life-long learning for healthcare professionals.

This Research Topic is addressed to explore some of these implications, namely (but not exclusively):
- CBE requires and produces a great amount of data: how can ICT support the collection and analysis of these big data (learning tasks, multiple and multimodal assessments, remediation paths, etc.) in order to identify emerging patterns of students’ learning and behavior, including stressors and predictors of failure?
- Simulation is acknowledged as one of the most effective methods to achieve a CB outcome. Is technology-enhanced simulation more effective than low-fidelity simulation? At which condition? For which specific competencies?
- Can MOOCs and other content sharing environments contribute to the development of clinical competence?
- Can Web 2.0 and Web 3.0 (semantics) applications contribute to the development of clinical competence?
This call is open to original research papers (quantitative or qualitative) and to qualitative reviews or meta-analyses.


Keywords: competency based education, formal/informal education, big data analytics, simulation, web applications


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